Morning journal and courier., 1887-07-08
AnDREss Rx PROF. JRPsoN
At the Annual Convention of the M,
 sic Teachers National Association.

eNNASSS1 close attention by the large assembly present, yesterday by Prof. B. Jepson, of this city, at the annual convention of the Music Teachers National association:
 have read with. interest the statistics per taining to ''Music in the public schools re- gently issued by the National Bureau of Edu- cation. They are somewhat meagre when considered as representing the whole of these United States, and find them little confusing in reference to the methods em- ployed. Our eyes have been bandaged, as it were, in reference to this whole subject of public school music.
 Of all the cities, towns and villages in the United States (and it is to be presumed that all were invited to contribute information) only 343, representing in round numbers eight million people, have shown themselves suf- fciently interested in the subject of school music to make report. What then becomes of the other forty-three millionsa We hear much about pagan countries and the vast population which lies in heathenish dark ness but if these statistics are approximate ly true what an appalling picture of musical organism is here presented. We might, 1t seems to me, with eminent propriety adopt -
 Of the S43 places heard from 96) which is about wo-sevenths of that numberl report that music is not taught in any form what ever. Of the remaining fye-sevenths GAY places) we have accounts of 131 in which musical examinations are unknown, leaving only 116 cities and towns in the whole coun- try (so far heard from) in which music is taught in manner to warrant even yearly examination. View 1t as we may the sltua- ton is one to be deplored, and one when calls for united effort on the part of all who would promote thorough education 1n music.
 While early engaged in the organlzatlon and drill q will not say instruction) ot mann moth juvenile classes I was impressed with the conviction that the work was ooln2 was wrong. The time and talents Of the children, instead of being used for legitimate instruction in music, were employed Tn the preparation of public performances for the amusement and qualification of parents and friends, not forgetting, of course, the pecu- niary benefits accruing to myself. In my y conviction was almost alone. At length, 8 sentiment favorable to music in the schools was aroused, which resulted in petition to the board of education, signed by President Woolsey of Yale and nearly two hundred other leading citizens. It asked that the ele- ments of vocal music be at once introduced as regular branch of study.
 In conformity with that resolution I re- ceived my first appointment as supervisor of music in the New Haven public schools, and I rejoice to-day that after twenty-two years of solid elementary teaching it has been my privilege to stand before the assembled music teachers of the United States to speak in ad- vocacy of music as a science vs. music as a recreation in public schools.
 Fellow teachers, if my work should close here and now, have the proud satisfaction of knowing that by firm adherence to prin- ciple have been enabled to graduate thou sands of pupils with ability to read at least ordinary music at sight. It will also be a proud recollection to the end of my life that was the chosen instrument in first estab- fishing music as a study in the public schools of Connecticut
 is new to create 8 sentiment in favor of public school music as regular branch of education to be paid for other branches are paid for. The wealthy, as rule, are ex- ceedingly conservative if not positively in different, so long private conserVatories fur nish the needed facilities for musical in- struction. The business world and taxpay- CTS in general look upon music as talent ol scouirement that is possible only to the few and therefore to be maintained only as polit ical or financial expediency may dictate. The bane of all success in public school music is song singing, or, to speak more properly, rote practice. What we most need and what we must have is sturdy reeogni \ tion of the fact that music is a science an6 ! must be taught as science. l would em- phasize the opinion that the object of public \ school instruction is to make readers o1 \ music, not singers.
 It is getting to be the fashion to cultivate \ children's voices Would it not be far bette \ to wait until they have something to culti vate? Children are born singers, and if lef ' alone will continue to sing, school or n' \ school. All that is needed are few common \ sense rules in this respect, such as will sug gest themselves to every live teacher.
 \ It is shameful to think that in some com \ munities where the people have been taxed \ the longest to pay for instruction in musi \ this rote practice still continues to tn exclusion of better work. I speak strongl, on this subject, for I feel it's importance il \ every fibre of my being; and appeal to you ' fellow teachers, once for all, has not the tim passed when music in the public school t should any longer be regarded as a mer \ recreation for the children, or as a means o display in the presence of parents ant school committees :! In the lon run it will not pay the special teacher to dab ble much with rote singing. The specia teacher visits the school periodically for \ special purpose and is or should be first of al \ to teach the children the notation of music ! Having learned to read music they can un | lock for themselves the hidden treasures o ! the art divine.
 Whenever and wherever music has beel ' taught as a science communities have bee ' satisfied; whenever and wherever rote prac \ tice has prevailed disaster and dissatisfaction
 have been the final result. I think I knoN ' whereof speak when l say it is only in tn
 latter case that taxpayers and grumblers il
 general have been justified in their assault
 on the work of music in schools.
 \ Itinerant music teachers, old-fashione
 singing schools and musical conventions hay
 done good work, but they must now giv | place to the more elaborate and better grade
 work of the public schools.
 \ It has been objected that the study q
 music cannot be made universal, for d
 children cannot sing. If by this we are t understand that all children are not eouall. gifted in music concede it. The objection | however, will apply equally well to an \ other branch of study which can be named \ and the percentage in any school of those wh cannot read, write or spell fuently vii
 average as high, if not higher, than the nun
 Der who cannot sing well.
 In twenty-two successive examinations, tn N number of children who are reported to hay
 no ear for music has been less than four pc cent. of the whole number, and even of thes \ many have become sufficiently familiar wit the theory to enable them to accompan \ their own classes on the piano. In hundred \ of cases which have come under my observe ! tion I have had occasion to remark tha \ people Wno nave acqulfeu uotorleIy as sluS \ CTS would but for their musical training i childhood have been classed amongst thos who are said to have 'fno ear for music"
 What is needed most of all in every com
 munity where it is desired to make music
 study is good special teacher. Much is in
 volved in that statement. It is coming t
 be understood that the teaching of music il
 the schools is profession by..itself, and tha not every vocalist or instrumental teacher ! equal to the situation. I have in min public school music teachers who secures ! positions on their reputation as vocalists
 They did just what might be expected, i
 they failed. have in mind others who ar
 kept in position by friends, by money, b
 influence. They, too, must eventually fail
 and they ought to fail. These teachers fiji
 from school to school and from room to room
 and by display of talent which would vii
 them deserved applause in the concert roor
 succeed in misleading the public and further
 ing their own selfish designs. Such teacher N II